默会知识促进教师智慧的生成:意义与可能  

How the Tacit Knowledge Promotes the Development of Teachers' Wisdom:Significance and Possibility

作　　者：范春香[1] 

机构地区：[1]湖南大学

出　　处：《大学教育科学》2012年第2期56-59,共4页University Education Science

基　　金：湖南大学中央高校基本科研业务费专项资金"音乐与学习:利用音乐进行英语课堂教学的实验研究"(2011A10)

摘　　要：默会知识是一种只可意会、无法言传的知识。它具有非公共性、非批判性和鲜明的层次性等特点。教师的认知过程在本质上不仅是一个默然的认识过程,或者说是一个默会知识的生成过程,而且是一个延拓教师开放的心灵,恢复教师认知的敏锐,扩展教师的实践能力的智慧生成过程。促进教师智慧的生成,需要尊重默会知识,唤醒沉睡的教育热情;体验默会知识,坚守人类理性的价值;实践默会知识,实现两种知识的融通。The tacit knowledge is one that can be felt,but can not be explained in words,with features of non-publicity,non-criticalness and bright layer and so on.Essentially,teachers＇ cognition process is not only a process of silent learning,but is a process of generating wisdom that can cultivate their open mind,restore their cognitive acuity and expand their practical capacity.To promote the generation of teachers＇ wisdom,it is necessary to respect the tacit knowledge and awaken the deep education enthusiasm;to experience the tacit knowledge and persevere the human rationality;practice the tacit knowledge and bridge two kinds of knowledge.

关 键 词：默会知识 教师智慧 热情 理性 

分 类 号：G640[文化科学—高等教育学]